One of the major components in the overall model for evaluating Michigan State University's five alternative teacher preparation programs was an examination of each program's curriculum. In addition to a clear statement of program goals and subgoals, the examination called for an analysis of faculty interpretation of program goals in suggesting specific areas of professional knowledge or specific educational beliefs that should be emphasized in each program. Forty-three faculty members (53 percent) across the five programs completed the Teacher Knowledge and Beliefs Inventory (TKBI) consisting of 56 items representing aspects of professional knowledge that might be emphasized in a teacher preparation program, and 50 items representing beliefs that might be acquired. Both sections of the instrument were organized by the "commonplaces" of education: pupils, milieu, curriculum, and teachers. In addition, a fifth category was included in the knowledge section to reflect knowledge of teaching strategies. Results indicated that the teachers differed primarily in the level of importance attributed to areas of professional knowledge within the general categories of curriculum and milieu. Faculty perceptions of how beliefs should be presented did not differ significantly across programs. However, faculty in the Academic Learning program were significantly less likely to indicate that it was crucial for the program to consider opinions/beliefs cited in the TKBI survey. (JD)